Sta.

Mesa National High School

Dagami, Leyte

Exploring the Lived Experiences of Teachers Teaching Outside of Their Specializations

S. Y 2022 - 2023

A Research Proposal to the Senior High School Faculty and Staff of Sta. Mesa National High

School in Partial Fulfillment of the Subject Practical Research I.

Submitted by:

Davocol, Reminio Jr. R.

Escallente, Kian Mae

Cagara, Kyla

Cayaco, Mae Angelyn

De Lara, Emarie

Researchers

April, 2023
 Exploring the Lived Experiences of Teachers Teaching Outside of Their Specializations

 Introduction

i. Background of the Study

The performance of out-of-field teaching is a significant issue in the Philippines, where

shortages of qualified teachers in certain. Out-of-field teaching can lead to substandard

instruction and reduced learning outcomes for students, which can have a negative impact on

their academic and future career prospects.

In the early years of the Philippine public school system, teachers were expected to teach

a wide range of subjects, regardless of their specialty or training. This was partly due to the

shortage of trained teachers, but also reflected the belief that a broad-based education was

essential for the development of well-rounded citizens. During the post-war period in the

Philippines, the government made significant efforts to expand access to education,

particularly at the primary and secondary levels. This led to a corresponding increase in the

number of teachers needed to staff these schools, many of whom were not trained in the

subjects they were teaching. As a result, many teachers were required to teach subjects

outside of their areas of specialization. Today, the teaching of non-major subjects remains an

important part of the Philippine education system, particularly at the primary and secondary

levels. Many teachers are still required to teach a wide range of subjects, and are expected to
adapt their teaching styles to accommodate students with varying levels of prior knowledge

and interest. In recent years, there has been a growing emphasis on teacher training and

development, aimed at improving the quality of education in the Philippines and ensuring

that all students receive a high-quality education

To address this issue, the Department of Education (DepEd) in the Philippines has

implemented various measures, including the creation of a program to train teachers in

subjects outside their expertise, the provision of incentives to attract qualified teachers to

remote and rural areas, and the establishment of partnerships with universities to provide

additional support to teachers. Studies have been conducted to assess the effectiveness of

these measures and to determine the impact of out-of-field teaching on student learning

outcomes. These studies have highlighted the need for ongoing professional development for

out-of-field teachers and the importance of attracting and retaining qualified teachers in high-

need subject areas.

ii. Rationale

Teaching non-major subjects can be excellent opportunity for research-based

teaching. Research-based teaching involves the use of evidence-based practices and

the integration of research findings into the teaching process. When applied to non-

major subjects, this approach can provide numerous benefits for both teachers and

students.

One rationale for research-based teaching in non-major subjects is the opportunity for

cross-disciplinary learning. Non-major subjects often have connections to other subjects,

and research-based teaching can help students to make these connections and see the

broader implications of what they are learning. For example, a history teacher may
 incorporate research on music or art into their lessons to give students a fuller

understanding of the cultural context of the time period they are studying.

Another rationale for research- based teaching in non-major subjects is the opportunity to develop

critical thinking skills. By engaging with research in a non-major subjects, students can learn to evaluate

and analyze information from different perspective. This can help them to develop critical thinking skills

that they can apply in a range of contexts.

Research-based teaching in non- major subjects can also provide opportunities for students to engage in

active learning. Active learning involves students taking an active role in the learning process, such as

through discussions, group work, or hands-on activities. By incorporating research into non-major

subjects, teachers can create engaging and interactive learning experiences that help students to apply

what they are learning to real-world scenarios.

Finally, research-based teaching in non-major subjects can also help to promote lifelong learning. By

demonstrating the importance of research and evidence-based practices in non-major subjects, teachers

can help students to develop a deeper appreciation for learning and a desire to continue learning

throughout their lives.

In conclusion, research-based teaching in non-major subjects can provide numerous benefits for both

teachers and students. By integrating research findings and evidence-based practices into their teaching,

teachers can help students to make cross-disciplinary connections, develop critical thinking skills,

engage in active learning, and promote lifelong learning.

To further understand the content of this study, the following terms are defined in this

research.

Operational Definition

a.) Expertise – possession of knowledge, skills, and experience necessary to

effectively teach a subject or discipline outside of one’s area of specialization.

b.) Coping Strategies – refers to the specific methods, techniques, or behaviors

that teachers use to address the challenges and difficulties of teaching subjects

or content areas that are outside of their primary area of their expertise.

c.) Field – refers to the subject or discipline in which they hold a degree or

certification and are qualified to teach based on their formal education and

training.

Conceptional Definition

a.) Non-major –

b.)
 Beneficiaries Benefits

Students -they are the ones directly affected by the teaching and
learning process. Understanding how to improve teaching
for non-major students can have a significant impact on
their academic achievement, motivation, and engagement.
Teachers - they are the ones responsible for delivering the
instruction. Research that provides insights into effective
strategies and approaches for teaching non-major students
can help teachers improve their practice and enhance their
professional development.
Curriculum developers -they can benefit from research that provides evidence-
based insights into the needs and characteristics of non-
major students. This knowledge can help them design and
develop curricula that better meet the needs of this student
population
School administrators -they can benefit from research that informs decisions
about resource allocation, teacher training, and program
evaluation. They can use research findings to improve the
overall quality of teaching and learning in their schools.
Education policymakers -may also benefit from research on teaching non-major
students, as it can inform decisions related to funding,
policy development, and program evaluation at the state or
national level. However, the impact of research on
policymakers may be more indirect and longer-term than
for other stakeholders

iv. Statement of the Problem

a. General Objective

The purpose of this study is to identify the factors that contribute to out-of-

field teaching, examine the challenges that teachers face when teaching outside
 their area of expertise, and explore the coping strategies that teachers use to

mitigate these challenges.

b. Specific Obcective

1. What are the challenges faced by out-of-field teachers, particularly in schools serving

disadvantaged and minority populations?

2. What coping strategies can be implemented to support their effective teaching?

3. What are the factors that contribute to out-of-field in schools?

4. What are the interventions we can use to mitigate the problem of out-of-field in

schools?

5. What is the salary grade of the teacher employed and working for out-of-field

teachers?

v. Significance of the Study

vi. Scope and Delimitations

A. Subject Matter:

The study will focus on examining the experiences and perspectives of out-of-

field teachers. Identifying what are the challenges do these kind of teachers faces and

what are the ways and strategies they are applying to it.

B. Time:

The covered period for this study will be from the starting part of the second

semester or the 3rd quarter of the year 2023 up to the end of the semester.

C. Respondents:
 The proponent selected the Senior High School teachers of Sta Mesa National

High School to be the respondents of the study. If possible, teachers who have been in

that position for 2 years above would be better and more suitable for this study.

Participants will be selected by purposive selection. The researchers selected the

respondents who is teaching a specialized upper secondary education and occupied a

variety of positions but being assigned to the field that they are not equipped.

D. Locale of the Study:

This study will take place in Sta. Mesa National High School located in Barangay

Sampao East District 9 Dagami, Leyte. Moreover, the researchers decided upon

conducting the research to the Senior High School teacher who experience the

misassignent

CHAPTER II

Review of Related Literature

According to Sonnert et.al., (2011) teachers who had more math coursework and experience

teaching math had greater confidence and competence in teaching non-major math courses.

Additionally, professional development opportunities and access to resources were important factors in

building confidence and competence among teachers. The study highlights the importance of supporting

teachers in teaching.
 Nevertheless, the study Wilder et.al.(2017), provides an overview of the issue of out-of-field

teaching and its implications for educational leaders. The authors explore the challenges faced by out-of-

field teachers, the impact on student learning, and strategies for addressing the issue. They argue that

out-of-field teaching is a complex issue that requires a multifaceted approach, including professional

development, mentorship, and policy changes. The study highlights the need for educational leaders to

prioritize the issue and provide ongoing support for out-of-field teachers.

Moreover, another study examines the issue of out-of-field teaching, with a focus on the challenges

faced by teachers who are teaching subjects outside their areas of expertise. The authors found that out-

of-field teaching is a widespread issue, particularly in high-poverty schools and in certain subject areas,

such as mathematics and science. The study highlights the negative impact of out-of-field teaching on

student learning outcomes and the need for policy solutions to address the issue. Ingersoll et. al. (2011)

Therefore, exploring the challenges faced by out-of-field teachers (teachers teaching subjects outside

their area of expertise) and the coping strategies they use to overcome those challenges. The authors

found that out-of-field teachers face challenges related to content knowledge, instructional planning,

classroom management, and student engagement, among others. Coping strategies used by out-of-field

teachers included seeking professional development opportunities, collaborating with colleagues, and

seeking support from administrators. The study highlights the importance of providing ongoing support

and professional development opportunities for out-of-field teachers. Smith et. al.
 Methodology

A. Research Design

The researchers will use qualitative method for this study since it is focused on

exploring and understanding the complex phenomena, experiences, and perspectives.

Qualitative approach can provide a nuanced and contextual understanding of the

challenges and coping strategies in out-of-field teaching, which may not be captured by

quantitative research alone. Qualitative research methods such as interviews, focus

and perspectives of out-of-field teachers.

B. Research Locale

This study will take place in Sta. Mesa National High School located in Barangay

Sampao East District 9 Dagami, Leyte. Moreover, the researchers decided upon

conducting the research to the Senior High School teacher who experience the

misassignment.

C. Research Respondents

The study was conducted at Sa. Mesa National High School, a public high school

of Dagami, Leyte. All the participants were teachers teaching a specialized upper

secondary education and occupied a variety of positions, may teachers different fields of

their expertise under the school year of 2022-2023. Participants were selected from the

said school; if initially interested in taking part an interview was arranged where they

could be fully briefed regarding the requirements of the study. Subject selection in

qualitative research is purposeful; participants are selected who can best inform the

research questions and enhance understanding of the phenomenon under study.

D. Research Sampling Procedure

The researchers use the purposive sampling as a method for this research.

According to Nikolopoulou purposive sampling refers to a group of non-probability

sampling techniques in which units are selected because they have characteristics that
 you need in your sample. For this study, purposive sampling can be an appropriate

sampling procedure because the researcher may want to select participants who have

direct experience with this type of teaching. Using purposive sampling, the researcher

could select participants who have experience with out-of-field teaching, such as teachers

who have been assigned to teach a subject they are not certified in or teachers who have

been asked to teach a subject outside their area of expertise. This would enable the

researcher to gather data from individuals who have first-hand knowledge of the

challenges and coping strategies of out-of-field teaching. By using purposive sampling,

the researcher can ensure that the sample is representative of the population of interest,

which can improve the validity and reliability of the research findings

E. Researcfh Instruments

The researcher will use a standardized questionnaire and an adopted questionnaire

to gather the needed data. Focus groups can be used to gather from a group of teachers

who are teaching out-of-field. Teachers can keep logs or journals to document their

experiences with out-of-field teaching. Student assessments can be used to measure the

effectiveness of out-of-field teaching. Document analysis can help the researchers to

analyze document such as curriculum materials, textbooks, and teacher preparation

programs to identify factors that contribute to this study for addressing it.
F. Research Data Gathering Procedure

The data gathering procedure for this study can be a multi-step process. Identify the

research questions: The first step is to identify the research questions that the study aims

to answer. In this case, the research questions might include. Determine the sampling

method: Once the research questions have been identified, the next step is to determine

the sampling method. This might involve selecting a specific group of out-of-field

teachers to study, such as those in a particular school district or subject area. Select data

collection methods: There are several data collection methods that can be used to gather

information about the challenges and coping strategies of out-of-field teachers. A survey

can be used to gather information from a large group of teachers quickly and efficiently.

The survey questions can be designed to address the specific research questions and can

be administered online or in person. Interviews can provide more in-depth information

about the experiences of out-of-field teachers. These can be conducted in person or over

the phone, and can be structured or unstructured. Focus groups can be used to gather

information from a group of teachers at once. This can provide a forum for teachers to

share their experiences and discuss their challenges and coping strategies. Observations:

Observations can be used to gather data about how out-of-field teachers are teaching in

the classroom. This can provide insights into specific challenges and coping strategies

that are being used. Once the data collection methods have been selected, the next step is

to develop the data collection instruments. This might involve creating survey questions,

interview protocols, or focus group discussion guides. Pilot test the data collection

instruments: Before using the data collection instruments on a larger scale, it is important

to pilot test them to ensure that they are valid and reliable. This might involve
 administering a survey to a small group of teachers or conducting a practice interview.

Once the data collection instruments have been finalized, data can be collected from the

selected group of out-of-field teachers using the chosen data collection methods. The

final step is to analyze the data that has been collected. This might involve using

statistical analysis to examine survey responses or conducting a thematic analysis of

interview or focus group data. The results of the analysis can be used to answer the

research questions and draw conclusions about the challenges and coping strategies of

out-of-field teachers

G. Research Data Analysis

Data analysis for this research would involve several steps. The first step would be to

clean and prepare the data for analysis. This involves checking for errors, missing data,

and outliers, and addressing them appropriately. Descriptive statistics would be used to

summarize the data, such as calculating the mean, median, and standard deviation of the

variables of interest. This can provide an initial understanding of the data. Inferential

statistics would be used to test hypotheses and determine whether any relationships or

differences exist between the variables. This will involve conducting statistical tests using

regression analysis to examine the relationship between variables. The results of the data

analysis would be synthesized to draw conclusions about the challenges and coping

strategies of out of field teaching. This will involve identifying common themes or

patterns across the data, and drawing on relevant literature to interpret the findings.

Overall, the data analysis process for a study on challenges and coping strategies of out of

field teaching would involve both quantitative and qualitative data analysis techniques,
 and would aim to provide a comprehensive understanding of the research question.

Overall, the data analysis process for a qualitative study on challenges and coping

strategies of out of field teaching would involve a rigorous and systematic approach to

analyzing the data, with an emphasis on identifying themes and drawing insights from the

data. Triangulation and member checking can help to enhance the validity and reliability

of the findings.

References

 Sonnert, Gerhard, Philip M. Sadler, and Sonya M. Sadler. "Out-of-field teaching: An

exploration of factors affecting teacher confidence and competence in teaching non-major

high school mathematics." Journal of Mathematics Teacher Education, vol. 14, no. 1, 2011,

pp. 57-78.

 Johnston-Wilder, S., Ward-Penny, R., & Parker, M. (2017). Out-of-field teaching: What

educational leaders should know. Educational Research, 59(4), 379-392. doi:

10.1080/00131881.2017.1343029

 Ingersoll, R. M., & Strong, M. (2011). Teaching out-of-field: A review of the literature.

Review of Educational Research, 81(3), 339-375. doi: 10.3102/0034654311413606